Letters

MANY APPROACHES TO INTERVENTION

In response to the spat between Brian Cairns and Ellie Lee (letters, 26July) I would suggest that it really doesn't matter where people thinkextra difficulties for children come from.

The fact is that some children just seem to 'get on' better than others,and this may have something to do with the circumstances into which theyarrive on this planet.

This isn't their fault.

Graham Allen's plans seek to address this apparent 'inequality' in lifechances and lived experiences for the sake of the children and theirhappiness - and this seems to me to be a pretty good starting point.

Of course, it is true that different theories about where thedifficulties might have come from will always occur, and where peoplestand on this seems to affect the kind of measures which might actuallywork.

The bottom line is probably that we rely therefore on informed,professional and confident practitioners sensitively assessing eachchild (and their situation) individually - and accepting that a range offactors and their associated 'remedies' may probably apply.

Doing this early on though is important for the child - the politics andcost-saving arguments come later.

Andrew Sanders, Early Years lecturer, University of Derby

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BOOSTING FITNESS

I was surprised to read such a brief report in your magazine on therecently released UK Physical Activity Guidelines for Early Years undera heading of 'Health and Nutrition' (online, 11 July).

This is the first time that physical activity guidelines have beenreleased, and they come at a very important moment.

When we reviewed the evidence in preparation for the report, we includedcolleagues from Canada, Australia and Europe because they were goingthrough the same process.

There was a clear consensus that far too many young children weregetting too little physical activity in their daily lives, at home or inan early years setting.

What was also disturbing was the rise in sedentary behaviour thatrepresents a major proportion of children's lives - and whichsubstantially restricts the opportunities for them to become physicallyactive.

When I turned to Tam Fry's interview (26 July-8 August), this was evenmore disturbing. Tam is being irresponsible in saying that the physicalactivity guidelines are 'up in the clouds'.

Tam attended early years stakeholder meetings where it was made quiteclear that a number of explanatory leaflets for practitioners andparents would be available, highlighting how the physical activityguidelines can be put into practice.

When the UK guidelines were released, there was considerably more mediacoverage and interest in Canada, Australia and Europe than there was inEngland. It would appear that people in other countries are moreconcerned about the need to increase levels of physical activity andreduce sedentary behaviour than people in the UK. I look forward toNursery World informing its readers about how the UK guidelines can besuccessfully delivered within early years settings.

Len Almond, visiting professor, St. Mary's University College and amember of the UK Physical Activity Guidelines editorial team

COMPLETING CYPW

Having read Nursery World's articles about the CYPW diploma (28 June-11July) I wish to add a few comments.

As an assessor of childcare students, I personally disagree that thequalification can be completed within six months, as I would expect mystudents to produce more than just a portfolio of written work butdemonstrate to me their childcaring skills, highlighting continuing bestpractice over a longer period.

There is also very little for students working with older childrenwithin the mandatory units of the CYPW diploma, as much of the criteriais based around EYFS knowledge.

I agree with the comment that there are no units based on play, whichthe EYFS is formed around - there were far more about this in the formerCCLD NVQ Levels 2 and 3.

It could be said that the former qualifications were more suitable forstudents who were less academically inclined but still excellentchildcare workers.

Anne Ferries, childcare assessor, Cirencester College,Gloucestershire

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